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Changing English
Studies in Culture and Education
Volume 13, 2006 - Issue 3
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Original Articles

Lessons from Dorothy Allison: teacher education, social class and critical literacy

Stephanie Jones Teachers College, Columbia University, New YorkCorrespondence[email protected]
Pages 293-305 | Published online: 07 Dec 2006

Citations (15)

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Read on this site (5)

Hilary Gehlbach Conklin. (2020) The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education. Teachers and Teaching 26:7-8, pages 491-507.
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Katherine Crawford-Garrett & Kathleen Riley. (2019) Race and class silences in teacher education: resisting strategy-based approaches to literacy methods instruction. Teaching Education 30:1, pages 31-51.
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Hilary G. Conklin. (2015) Preparing Novice Teacher Educators in the Pedagogy of Teacher Education. Action in Teacher Education 37:4, pages 317-333.
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Mark D. Vagle & Stephanie Jones. (2012) The Precarious Nature of Social Class‐Sensitivity in Literacy: A Social, Autobiographic, and Pedagogical Project. Curriculum Inquiry 42:3, pages 318-339.
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Stephanie Jones. (2009) Against All Odds: A Case Study of one White, Middle‐Class, Female Teacher Becoming an Engaged Intellectual. Changing English 16:2, pages 231-246.
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Articles from other publishers (10)

Hilary G. Conklin. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 497 503 .
Yiola Cleovoulou & Pamela Beach. (2019) Teaching critical literacy in inquiry-based classrooms: Teachers’ understanding of practice and pedagogy in elementary schools. Teaching and Teacher Education 83, pages 188-198.
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Kathleen Riley & Kathryn Solic. (2017) “Change Happens Beyond the Comfort Zone”. Journal of Teacher Education 68:2, pages 179-192.
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Hilary G. Conklin & Hilary E. Hughes. (2015) Practices of Compassionate, Critical, Justice-Oriented Teacher Education. Journal of Teacher Education 67:1, pages 47-60.
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Danielle E. Forest, Kasey Garrison & Sue C. Kimmel. (2015) “The University for the Poor”: Portrayals of Class in Translated Children's Literature. Teachers College Record: The Voice of Scholarship in Education 117:2, pages 1-40.
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Stephanie Jones & Hilary Hughes-Decatur. (2011) Speaking of Bodies in Justice-Oriented, Feminist Teacher Education. Journal of Teacher Education 63:1, pages 51-61.
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Jane A. Van Galen. (2010) Class, Identity, and Teacher Education. The Urban Review 42:4, pages 253-270.
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Amanda Haertling Thein. (2009) Identifying the History and Logic of Negative, Ambivalent, and Positive Responses to Literature: A Case-Study Analysis of Cultural Models. Journal of Literacy Research 41:3, pages 273-316.
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Stephanie Jones & Grace Enriquez. (2011) Engaging the Intellectual and the Moral in Critical Literacy Education: The Four‐Year Journeys of Two Teachers From Teacher Education to Classroom Practice. Reading Research Quarterly 44:2, pages 145-168.
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Hilary Gehlbach Conklin. (2008) Modeling Compassion in Critical, Justice-Oriented Teacher Education. Harvard Educational Review 78:4, pages 652-674.
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